Caring in nursing education

Van der Wal, Dirk Mostert

dc.contributor.advisor	Brink, Hilla
dc.contributor.advisor	Munnik, Marian
dc.contributor.author	Van der Wal, Dirk Mostert
dc.date.accessioned	2015-01-23T04:24:24Z
dc.date.available	2015-01-23T04:24:24Z
dc.date.issued	1992-06
dc.identifier.citation	Van der Wal, Dirk Mostert (1992) Caring in nursing education, University of South Africa, Pretoria, <http://hdl.handle.net/10500/16281>	en
dc.identifier.uri	http://hdl.handle.net/10500/16281
dc.description.abstract	The question the researcher set out to answer in this research was: What does caring entail in nursing education from the point of view of both the tutor and the student? Essentially an ontological question, the answer to the question required theory generation rather than theory verification. This has been achieved through grounded theory research. A phenomenological dialectical philosophical foundation of anthropology this study formed the and symbolic interactionism was applied as methodological framework. Sampling was conducted in two phases: selective sampling for informants, and selective sampling of data and literature. Data were collected through formal unstructured qualitative interviews and were analysed through constant comparative analysis. Both structural themes and processes emerged. Based on the emergent theory it is concluded that in nursing education, caring is an extension of prosocial behaviours and caring as a means to an end cannot be separated from caring as an end in itself.	en
dc.format.extent	1 online resource (xxvi, 473 leaves)
dc.language.iso	en
dc.subject.ddc	610.71068
dc.subject.lcsh	Nursing -- Study and teaching	en
dc.subject.lcsh	Caring	en
dc.title	Caring in nursing education	en
dc.type	Dissertation
dc.description.department	Health Studies
dc.description.degree	M.A. (Nursing Science)